1. Raymond Cattell and John Horn
Name of Theory: Fluid and crystallized intelligence
Description of theory: Fluid intelligence: mental efficiency, nonverbal abilities grounded in brain development. Crystallized development: ability to apply culturally approved problem-solving methods.
2.Howard Gardner
Name of Theory: Multiple intelligence
Description of theory: A person's eight separate abilities: logical, mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Maybe even more intelligences.
3. Alfred Binet
Name of Theory: Mental Age
Description of theory: intelligence testing, a performance that represents average abilities for that age group. Wanted to measure not only school achievement, but also the intellectual skills students needed to do well in school. Identified 58 tests for ages 3-13.
4. Robert Sternberg
Name of Theory: Triarchic Theory of successful intelligence
A three part description of the meltal abilities (thinking processes, coping with new experiences, and adapting to context) that lead to more or less intelligent behavior.
Part One:
Intelligence is so important in education that sometimes it is misunderstood. Labeling students based on differences such as intelligence, ability, and disability is a controversial issue. Some examples of first-person language to use are saying students with learning disabilities instead of learning disabled students. Or a child with a physical disability and not a crippled child. Labeling does not only go for a child with a disability but for any student based on race or culture. For four decades, educators have been trying to understand the causes of these under-representations on students. Intelligence is the ability or abilities to acquire and use knowledge for solving problems and adapting to the world. There are three types of intelligence: general, fluid, and crystallized. The three intelligences lead into multiple intelligence where a child possesses more than one type of intelligence. (logical, mathematical, interpersonal, etc..) Many types of tests are given in school to measure a students intelligence such as standardized test, group test, and individual test. Comparing gender differences in intelligence are also taking place. According to the testing, there are more boys than girls diagnosed with autism, learning disabilities, and ADHD. It is said that 1 in every 310 girls and 1 in every 70 boys is diagnosed with autism.
Part Two:
Speech disorders play a huge factor into a child's learning. It is said that about 5% of school age children have some form a speech impairment. A speech impairment may include an articulation disorder, voicing problems, a language disorder, or stuttering. The cause of stuttering is unknown, but it is speculated to include emotion problems, neurological problems, or a learned behavior. Another barrier that some students are facing is a behavioral disorder. In the United States there are 400,000 students with emotional disturbances. This number has increased 20% since 1991. Methods such as applied behavioral analysis, and self regulation skills are helpful approaches when teaching students with disorders. One huge problem with studdetns suffering from serious learning problems is that they struggle through the early grades in school. These students have to go through a process called RTI or response to intervention.
Part Three:
There are many different learning and thinking styles, due to the fact that everyone thinks in individual ways. Leaning styles are defined as “characteristic approaches to learning and studying.” Li-fang Zhang and Robert Sternberg in 2005 organized individual styles into three “traditions” or categories: cognitive-centered, personality-centered, and activity-centered styles. However, the author describes that “learning preferences” is a “more accurate label”, due to the fact that the research given shows people have preferences when it comes to their learning environment (such as playing music or eating while studying, studying in a coffee shop vs in their room, etc.) There also research supported by Richard Mayer, who came up with three facets to his “visualizer-verbalizer dimension: cognitive spatial ability (low or high?), cognitive style (visualizer vs verbalizer?), and learning preference (visual learner or verbal learner?) . His research supports the fact that learning styles are much more complex than being a visual vs verbal learner.
Part Four:
Within different learning and thinking styles, legislation was put into place starting in 1990 called Individuals with Disabilities Education Improvement Act or IDEA. This law states that states are required to “provide a free, appropriate public education for all students with disabilities who participate in special education.” Approximately 13% of all students in the US (ages 6-21) receive services under the IDEA legislation. There are thirteen different specific categories under IDEA (see page 131). But, IDEA isn’t enough to specify individual needs, which is where an Individualized Education Program or IEP comes in. An IEP is “an agreement between the parents and the school about the services that will be provided to the student.” An IEP usually includes many people, such as special and regular education teachers, school psychologists, principals, and often the student’s parents and has multiple parts to the report. There are also Section 504, which covers students who need special accommodations in school that aren’t covered by IDEA and its services. This legislation “prevents discrimination against people with disabilities in any program that receives federal money, such as public schools.” This allows all students to be included and participate in school-related activities. The Americans with Disabilities Act of 1990 (ADA) also extends Section 504 beyond the school and workplace to public places, like libraries, restaurants, theaters, etc.
Concept One: [SMART]
Description of concept: David Nylund's smart approach enlists the child's strengths to conquer his/her problems.
S- Separating the problem of ADHD from the child
M- Mapping the influence of ADHD on the child and family
A- Attending to the exceptions to the ADHD story
R- reclaiming special abilities of children diagnosed with ADHD
T- Telling and celebrating the new story.
Concept Two: [TREE]
Description of concept: A strategy to supporting elementary school writing:
T- topic sentence, tell what you believe
R-reasons, tell 3 or more reasons why you believe this. Will your readers believe this?
E-ending, wrap it up
E-examine, check all three parts
Concept Three: [ADHD, Attention-Deficit Hyperactivity Disorder]
Description of concept: Some indicators:
Inattention- doesn't pay close attention to class activities, details or work, teacher directions, class discussions, can't organize work.
Hyperactivity- fidgets and squirms, can't stay in assigned seat, can't move slowly
Impulsivity- blurts out answers, has trouble waiting for their turn, interrupts
Concept Four: [RTI, Response To Intervention]
Description: Make sure students get appropriate research-based instruction and support as soon as possible if they have a possible learning delay
Use a three-tiered system for students:
1. use a strong, well-researched way to teach all students
2. receive extra support and additional small group instruction
3. additional one-on-one intensive help and perhaps a special needs assessment
Practical Applications: Idea One: Individual differences
According to Gardner, teachers should take individual differences among students seriously and differentiate their instruction to connect with each student.
Idea Two: Types of way to teach
Any discipline, skill, or concept should be taught in several appropriate ways. Anything work knowing has different representations and multiple connections to various ways of thinking. Understandings can be expressed in words, images, movements, tables, charts, numbers, and so on.
Idea Three: Ways to help students learn with ADHD
Use lots of pictures. Recognize cultural and racial identity. Know when to bend the rules. Notice when a child is doing well on a particular assignment. Try to not only use lecture with these students. Don't give this child tons of homework. Implement more breaks. Be Patient!
[insert]
Licensure Exam (Connect and Extend to Praxis II): Connection One: Recognize psychological factors that influence individual growth and development.
Connection Two: It is a common misinterpretation in our society on what exactly "intelligence testing" is. Be able to demonstrate that you can distinguish between appropriate and inappropriate uses of intelligence testing and explain why they are appropriate or not.
Connection Three: An Individual Education Program (IEP) is an important part of a child affected with a disability's success in schooling. One must be able to describe the important aspects and information contained within an IEP document & the general purpose of an IEP.
Application One:
The concept of intelligence quotient (IQ) was added to Binet's test in the United States and revised at Stanford University. It compares mental and chronological ages. Deviations IQ score is based on a statistical comparison of an individual's performance with the average performance of others in that age group.
Application Two:
Asperger Syndrome: Michael Fitzgerald speculates that the famous musicians Beethoven, Mozart, van Gogh, and Warhol display behaviors associated with Asperger Syndrome.
Application Three:
[insert connections to things like history, poli sci, English from an outside of teaching perspective]
Stephen Plank summary of video The video is based on findings in research that studies early bilingualism and its effects on language and cognitive development. It analyzes dual language learners from ages 0-5 and how their environment affects their brain, and how their brain affects their behavior. The video is broken down into two main parts an overview of bad news and good news related to being bilingual and the research about it, and then an examination of data on how knowing more than one language affects cognitive learning.
The bad news about bilingualism is that, bilingual norms are not considered different than monolingual ones. Standardized tests are not well designed for bicultural people, so dual language learners (DLL) experience disconnect. The good news is that there is no evidence that bilingualism causes delay in any type of development. Mixing languages as a child is a sign of mastery, not confusion. There are actually definite cognitive advantages.
The video talks about the importance of considering bilingualism on an individual level. Every child learns at a different pace, and may be ready for language at different times. It also says that as with many developmental concepts (Vgotsky), relationships are key. Social emotional skills are just as important as communication skills. A child will imitate what he/she hears at home.
The data portion is concentrated on linking environment, brain, and behavior. The brain changes as a function of any learning, based on experiences. Proficiency in a second language and the age of acquisition strongly affect grey matter density in language region of the brain. Knowing two languages results in a different brain organization (but not a delay). The “sensitive window” of learning stays open longer, and the brain responds allowing for word production. While initial vocabularies in bilingual children are smaller in each separate language, their total conceptual vocabulary is large.
All of this brain behavior is directly related to actual behavior—it allows for cognitive flexibility across the board (i.e., babies are experts at concepts like “switching”).
To connect this video, to Chapter 4, 5, and 6, it’s important to think about the approaches to English Language Learning (page 189). Teachers must determine the best way to teach a child English based on their abilities in their first language. It’s also important to remember that bilingualism is NOT a speech disorder (covered on page 143 and revisited on page 197). I think the most important thing we can gain from both the video and Chapter 5 are the benefits of being bilingual: higher abilities in concept formation, creativity, theory of mind, cognitive flexibility, and understanding printed words are symbols for language (page 177). But environment plays a key role so bilingualism must be a positive experience overall.
Who created the three theories of intelligence and what do they state?
What are some examples of first-people language when "labeling" a student with a disability?
Look up other intelligence tests and any flaws that have been brought up about about IQ tests. Explain them and how we should tak emultiple intelligences into account as future educators.
Table of Contents
Chapter Outline
Key Terms
http://quizlet.com/_ky0lb(back to top)
Key Theorists
1. Raymond Cattell and John HornName of Theory: Fluid and crystallized intelligence
Description of theory: Fluid intelligence: mental efficiency, nonverbal abilities grounded in brain development. Crystallized development: ability to apply culturally approved problem-solving methods.
2.Howard Gardner
Name of Theory: Multiple intelligence
Description of theory: A person's eight separate abilities: logical, mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Maybe even more intelligences.
3. Alfred Binet
Name of Theory: Mental Age
Description of theory: intelligence testing, a performance that represents average abilities for that age group. Wanted to measure not only school achievement, but also the intellectual skills students needed to do well in school. Identified 58 tests for ages 3-13.
4. Robert Sternberg
Name of Theory: Triarchic Theory of successful intelligence
A three part description of the meltal abilities (thinking processes, coping with new experiences, and adapting to context) that lead to more or less intelligent behavior.
(back to top)
Summary of Chapter
Part One:Intelligence is so important in education that sometimes it is misunderstood. Labeling students based on differences such as intelligence, ability, and disability is a controversial issue. Some examples of first-person language to use are saying students with learning disabilities instead of learning disabled students. Or a child with a physical disability and not a crippled child. Labeling does not only go for a child with a disability but for any student based on race or culture. For four decades, educators have been trying to understand the causes of these under-representations on students. Intelligence is the ability or abilities to acquire and use knowledge for solving problems and adapting to the world. There are three types of intelligence: general, fluid, and crystallized. The three intelligences lead into multiple intelligence where a child possesses more than one type of intelligence. (logical, mathematical, interpersonal, etc..) Many types of tests are given in school to measure a students intelligence such as standardized test, group test, and individual test. Comparing gender differences in intelligence are also taking place. According to the testing, there are more boys than girls diagnosed with autism, learning disabilities, and ADHD. It is said that 1 in every 310 girls and 1 in every 70 boys is diagnosed with autism.
Part Two:
Speech disorders play a huge factor into a child's learning. It is said that about 5% of school age children have some form a speech impairment. A speech impairment may include an articulation disorder, voicing problems, a language disorder, or stuttering. The cause of stuttering is unknown, but it is speculated to include emotion problems, neurological problems, or a learned behavior. Another barrier that some students are facing is a behavioral disorder. In the United States there are 400,000 students with emotional disturbances. This number has increased 20% since 1991. Methods such as applied behavioral analysis, and self regulation skills are helpful approaches when teaching students with disorders. One huge problem with studdetns suffering from serious learning problems is that they struggle through the early grades in school. These students have to go through a process called RTI or response to intervention.
Part Three:
There are many different learning and thinking styles, due to the fact that everyone thinks in individual ways. Leaning styles are defined as “characteristic approaches to learning and studying.” Li-fang Zhang and Robert Sternberg in 2005 organized individual styles into three “traditions” or categories: cognitive-centered, personality-centered, and activity-centered styles. However, the author describes that “learning preferences” is a “more accurate label”, due to the fact that the research given shows people have preferences when it comes to their learning environment (such as playing music or eating while studying, studying in a coffee shop vs in their room, etc.) There also research supported by Richard Mayer, who came up with three facets to his “visualizer-verbalizer dimension: cognitive spatial ability (low or high?), cognitive style (visualizer vs verbalizer?), and learning preference (visual learner or verbal learner?) . His research supports the fact that learning styles are much more complex than being a visual vs verbal learner.
Part Four:
Within different learning and thinking styles, legislation was put into place starting in 1990 called Individuals with Disabilities Education Improvement Act or IDEA. This law states that states are required to “provide a free, appropriate public education for all students with disabilities who participate in special education.” Approximately 13% of all students in the US (ages 6-21) receive services under the IDEA legislation. There are thirteen different specific categories under IDEA (see page 131). But, IDEA isn’t enough to specify individual needs, which is where an Individualized Education Program or IEP comes in. An IEP is “an agreement between the parents and the school about the services that will be provided to the student.” An IEP usually includes many people, such as special and regular education teachers, school psychologists, principals, and often the student’s parents and has multiple parts to the report. There are also Section 504, which covers students who need special accommodations in school that aren’t covered by IDEA and its services. This legislation “prevents discrimination against people with disabilities in any program that receives federal money, such as public schools.” This allows all students to be included and participate in school-related activities. The Americans with Disabilities Act of 1990 (ADA) also extends Section 504 beyond the school and workplace to public places, like libraries, restaurants, theaters, etc.
(back to top)
Key Concepts
Concept One: [SMART]Description of concept: David Nylund's smart approach enlists the child's strengths to conquer his/her problems.
S- Separating the problem of ADHD from the child
M- Mapping the influence of ADHD on the child and family
A- Attending to the exceptions to the ADHD story
R- reclaiming special abilities of children diagnosed with ADHD
T- Telling and celebrating the new story.
Concept Two: [TREE]
Description of concept: A strategy to supporting elementary school writing:
T- topic sentence, tell what you believe
R-reasons, tell 3 or more reasons why you believe this. Will your readers believe this?
E-ending, wrap it up
E-examine, check all three parts
Concept Three: [ADHD, Attention-Deficit Hyperactivity Disorder]
Description of concept: Some indicators:
Inattention- doesn't pay close attention to class activities, details or work, teacher directions, class discussions, can't organize work.
Hyperactivity- fidgets and squirms, can't stay in assigned seat, can't move slowly
Impulsivity- blurts out answers, has trouble waiting for their turn, interrupts
Concept Four: [RTI, Response To Intervention]
Description: Make sure students get appropriate research-based instruction and support as soon as possible if they have a possible learning delay
Use a three-tiered system for students:
1. use a strong, well-researched way to teach all students
2. receive extra support and additional small group instruction
3. additional one-on-one intensive help and perhaps a special needs assessment
(back to top)
Application for Teachers
Practical Applications:Idea One: Individual differences
According to Gardner, teachers should take individual differences among students seriously and differentiate their instruction to connect with each student.
Idea Two: Types of way to teach
Any discipline, skill, or concept should be taught in several appropriate ways. Anything work knowing has different representations and multiple connections to various ways of thinking. Understandings can be expressed in words, images, movements, tables, charts, numbers, and so on.
Idea Three: Ways to help students learn with ADHD
Use lots of pictures. Recognize cultural and racial identity. Know when to bend the rules. Notice when a child is doing well on a particular assignment. Try to not only use lecture with these students. Don't give this child tons of homework. Implement more breaks. Be Patient!
[insert]
Licensure Exam (Connect and Extend to Praxis II):
Connection One: Recognize psychological factors that influence individual growth and development.
Connection Two: It is a common misinterpretation in our society on what exactly "intelligence testing" is. Be able to demonstrate that you can distinguish between appropriate and inappropriate uses of intelligence testing and explain why they are appropriate or not.
Connection Three: An Individual Education Program (IEP) is an important part of a child affected with a disability's success in schooling. One must be able to describe the important aspects and information contained within an IEP document & the general purpose of an IEP.
(back to top)
Applications for Content
Application One:The concept of intelligence quotient (IQ) was added to Binet's test in the United States and revised at Stanford University. It compares mental and chronological ages. Deviations IQ score is based on a statistical comparison of an individual's performance with the average performance of others in that age group.
Application Two:
Asperger Syndrome: Michael Fitzgerald speculates that the famous musicians Beethoven, Mozart, van Gogh, and Warhol display behaviors associated with Asperger Syndrome.
Application Three:
[insert connections to things like history, poli sci, English from an outside of teaching perspective]
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Multimedia Learning Material
Overview of items:Details of audiovisual material:
CAAP screening
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POOT Forums
The bad news about bilingualism is that, bilingual norms are not considered different than monolingual ones. Standardized tests are not well designed for bicultural people, so dual language learners (DLL) experience disconnect. The good news is that there is no evidence that bilingualism causes delay in any type of development. Mixing languages as a child is a sign of mastery, not confusion. There are actually definite cognitive advantages.
The video talks about the importance of considering bilingualism on an individual level. Every child learns at a different pace, and may be ready for language at different times. It also says that as with many developmental concepts (Vgotsky), relationships are key. Social emotional skills are just as important as communication skills. A child will imitate what he/she hears at home.
The data portion is concentrated on linking environment, brain, and behavior. The brain changes as a function of any learning, based on experiences. Proficiency in a second language and the age of acquisition strongly affect grey matter density in language region of the brain. Knowing two languages results in a different brain organization (but not a delay). The “sensitive window” of learning stays open longer, and the brain responds allowing for word production. While initial vocabularies in bilingual children are smaller in each separate language, their total conceptual vocabulary is large.
All of this brain behavior is directly related to actual behavior—it allows for cognitive flexibility across the board (i.e., babies are experts at concepts like “switching”).
To connect this video, to Chapter 4, 5, and 6, it’s important to think about the approaches to English Language Learning (page 189). Teachers must determine the best way to teach a child English based on their abilities in their first language. It’s also important to remember that bilingualism is NOT a speech disorder (covered on page 143 and revisited on page 197). I think the most important thing we can gain from both the video and Chapter 5 are the benefits of being bilingual: higher abilities in concept formation, creativity, theory of mind, cognitive flexibility, and understanding printed words are symbols for language (page 177). But environment plays a key role so bilingualism must be a positive experience overall.
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Test Your Knowledge
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Teacher Resources
http://www.understandingprejudice.org/teach/activity/labels.htmAutism resources
Early Childhood education praxis II
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Top-Rated Student Generated Files
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